Doctor of Audiology Online

Transitional Doctor Of Audiology Degree Program Online

A.T. Still University’s Transitional Audiology Program is a post-professional program that offers the Doctor of Audiology (AuD) degree online and is uniquely tailored to each audiologist’s experiences and needs. This program design offers the most personally relevant and rewarding route for current practitioners to pursue the AuD degree, making a difference in their future, the future of their patients, and the future of the profession of audiology.

In this 100 percent online program through the Arizona School of Health Sciences (ASHS), students have the flexibility to pursue advanced studies in the science of hearing and balance, to enhance their clinical practices with new skills and knowledge, and rekindle their passion for their profession while continuing to practice full-time.

With ATSU’s exclusive Evaluation of Practicing Audiologists Capabilities (EPAC) and Audiology Program application process, each applicant’s demonstrated competencies are evaluated, and the doctor of audiology curriculum is customized to each student’s individual learning needs as a practitioner.

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The program offers rolling admissions with new cohorts of students beginning the program quarterly so you can apply at any time. Online classes encompassing the scope of practice of audiology and relevant professional and business topics are taught by world-class faculty. Courses vary from 4 to 8 weeks in length depending upon topic, and enrollment per class is capped at a maximum of 24 students, to ensure a faculty-to-student ratio that promotes a high degree of individual attention. But time is limited. ATSU is accepting its last cohorts of AuD transitional students through June 30, 2016.

Students will engage in innovative learning experiences through a combination of modern teaching techniques, web-based instruction, video demonstrations, directed readings, clinically applicable projects, and email and chat room interactions with fellow students and faculty. Because of the individualized nature of the online audiology degree program, length of completion of required coursework varies with each audiologist, with an average of two to two-and-a-half years from start to finish.

A Doctor of Audiology degree from ATSU-ASHS is more than just a credential. Graduates join a history of healthcare innovation and a focus on whole person healthcare dating back more than 120 years. ATSU has educated more Doctors of Audiology than any other institution and is a leader in educating skilled and compassionate healthcare providers. A.T. Still’s founding mission and values of whole person healthcare underscore the University’s commitment to higher professional standards, passion for learning, and dedication to making a positive impact on healthcare service today by meeting unmet community health needs.

ATSU is a leading innovator in Audiology education nationwide. The addition of audiology to the medical and healthcare programs at ATSU provided a unique and appropriate home for audiology education to flourish and for audiology practitioners to become lifelong learners.

The entry level, residential AuD program at ATSU also nurtures the new professionals in audiology for the future. With funding from the Audiology Foundation of America (AFA), the ATSU Department of Audiology has recently established the AFA Balance and Hearing Institute; creating a model audiology practice to serve patients, provide clinical and business education to audiology students, support the creation of scholarships, and provide opportunities for community outreach and collaborative scholarship.

HEAR Day offers education and fun for families

The Audiology program will hold its first Hearing Education And Recreation (HEAR) Day for deaf and hard of hearing children and their parents on February 21, 2015. Lunch will be provided.

The event will include both educational and family-friendly activities such as hearing protection, communication strategies, laser tag, and carnival games. A one-hour seminar beginning at 1 p.m. will be presented by Carla Zimmerman, owner of Zimmerman Speech & Hearing Center.

Transitional Doctor of Audiology Online program deadline extended

The deadline for the Transitional Doctor of Audiology Online program has been extended until June 30, 2016 (all materials must be submitted by this date, proof of EPAC being mailed must be provided). Contact the Audiology department at 480.219.6124 for more information.

This prestigious doctor of audiology transitional degree program is designed to enhance your expertise as a practicing audiologist for continued growth in your clinical practice. By improving and expanding your diverse skills in providing audiologic care, in professional issues and in practice management you can propel your career forward and perhaps in new directions, opening doors to new professional opportunities and leadership positions related audiology.

Students enrolled in the elite ATSU-ASHS Transitional Doctor of Audiology online degree and ATSU alumni from the AuD Program practice in a wide variety of clinical and management positions with a variety of titles, including:

Clinical Audiologist

Doctor of Audiology

Audiology Director

Audiology Practice Owner

Educational Audiologist

Pediatric Audiologist

Licensed Audiologist

Clinical Director

Chief of Audiology

Audiology Faculty

Board Certified by the American Board of Audiology

Certificate of Clinical Competence in Audiology

Related Doctor of Audiology (AuD) Entry Level Programs

Transitional Doctor of Audiology Program Faculty

Audiology Department faculty members are dedicated to your success in your online AuD program. Interaction with a variety of faculty with extensive expertise within the scope of practice of audiology offers students exposure to various teaching styles, audiology practice experiences and education-related backgrounds; leading to a well-rounded education and fostering personal and professional growth.Full-time and adjunct Audiology faculty, listed by courses taught

Dr. Danielsen is Dean of the Arizona School of Health Sciences. Since graduating from the University of Utah Physician Assistant (PA) Program in 1974, Dr. Danielsen has distinguished himself as a clinician, PA educator, author, and editor. He received his BS in Health Science (cum laude) from the University of Utah in 1978, his Masters in PA Studies (MPAS) from the University of Nebraska with an emphasis on Internal Medicine in 1997, and his PhD from the Union Institute & University in 2003 with an emphasis on Medical Education. He completed sixteen years with A.T. Still University as academic coordinator (1995-1997), chair of physician assistant studies (1997-2004), and as dean of the Arizona School of Health Sciences (2004-2010) and recently returned as Dean of ASHS. He was honored in 2010 by A.T. Still University with Emeritus Professor status. He has served on the board of directors of the American Academy of Physician Assistants (AAPA) and as a board member and chairman for National Commission on Certification of Physician Assistants.

Earlier in his career, Dr. Danielsen served as president of the Utah Academy of Physician Assistants, the Arizona State Association of PAs, and as chair of the Arizona Regulatory Board for PAs. Retired after 28 years of service in the US Air Force and Army National Guard with the rank of Lieutenant Colonel, Dr. Danielsen also is a former president of the Veterans Caucus of the AAPA and was honored with the Caucus’ Civilian PA of the Year Award in 2003.

Dr. Danielsen was named Outstanding PA of the Year by the AAPA in 1993 and by the Arizona State Association of Physician Assistants in 2011. He currently serves as PA editor-in-chief for Clinician Review. Dr. Danielsen has published over sixteen peer-reviewed articles, eighteen journal editorials, two book chapters, and most recently his first book, entitled The Preceptor’s Handbook for Supervising Physician Assistants, published by Jones & Bartlett Learning. Recently he was selected as a Senior Consultant with the Academy for Academic Leadership.

Dr. Burch is Vice Dean of the Arizona School of Health Sciences. Her primary responsibility is to serve as Chief Operating Officer of the School under the direction of the Dean. In addition, she leads several University or School wide initiatives including the Diversity Initiative Task Force and the ASHS Adelante Project. In her role, Dr. Burch represents the School in the Dean’s absence.

Dr. Burch received her Doctor of Education (EdD) from Columbia University, Teachers College in 2005. She received her Masters of Public Health (MPH) from Columbia University, Mailman School of Public Health in 2002 and her Masters of Physical Therapy (MS) from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University.

Dr. Burch received her BA is in Psychology from the University of Rochester. Prior to her appointment as Vice Dean, Dr. Burch served as the Chair of Physical Therapy from 2008-January 2012. Prior to coming to ATSU, Dr. Burch was the Director of Physical Therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.

Dr. Parent Buck was appointed as the founding Chair of the Department of Audiology in July 1999. Dr. Parent Buck obtained her Doctor of Audiology degree from Baylor College of Medicine and her Bachelor of Science and Master of Science degrees from Purdue University. She has practiced in a variety of clinical settings and has worked as a sales representative and trainer in the hearing aid industry for AVR Sonovation. She provided academic and clinical instruction as an Assistant Professor in the Department of Speech and Hearing Sciences at the University of New Mexico, where she was recognized for teaching excellence.

Dr. Parent Buck has published in the areas of hearing aid technology, otoacoustic emissions and pharmacology. She has conducted numerous presentations on the AuD movement, otoacoustic emissions, pharmacology for audiologists, the use of web-based educational tools, frequency compression hearing aids, neuroanatomy, genetics and embryology. She is a Past-President of the Academy of Doctors of Audiology. Dr. Parent Buck served on the board of the Audiology Foundation of America from 1996 to 2003. She also is a member of the American Academy of Audiology (since 1991) and has served on the Convention Special Events Subcommittee and the Task Force on Licensure and Payment Issues of Audiology Externship Students. In addition, she served on the Task Force for the Arizona audiology licensure revision from 2005 to 2007.

Mr. Elton Bordenave received his B.B.A. (Bachelor in Business Administration) from Baylor University and his M.Ed. from Grand Canyon University. Mr. Bordenave teaches health care administration and regulation core courses at ASHS. He has earned an Advanced Certification in Health Care Compliance. His areas of professional activity and expertise are health care finance, regulatory compliance, health care information systems, and risk management. Prior to Mr. Bordenave’s appointment to ASHS, he was a health care consultant in private practice and formerly managed a large physical therapy practice. His past educational and scholarly contributions include in-services, professional presentations, and seminars to statewide educational and professional organizations.

Dr. Tricia Dabrowski was appointed to the Department of Audiology in July, 2012. Dr. Dabrowski received her Doctor of Audiology degree from Salus University Osborne College of Audiology in 2006, and her Master of Audiology from Hahnemann University in 1984. Professionally, Dr. Dabrowski directed several audiology practices in southeastern Pennsylvania prior to her appointment as Assistant Professor at the George S. Osborne College of Audiology (OCA). Dr. Dabrowski held the titles of Director of Pennsylvania Ear Institute, and Coordinator of Internal Clinical Education, while at OCA, establishing the Pennsylvania Ear Institute as a regional center of excellence, and developing the on-campus clinical training program for the College. Dr. Dabrowski has instructed and mentored students as they develop clinically relevant skills in the areas of adult and pediatric audiometric assessment, hearing instrument fitting and verification, and practice management.

Dr. Troy Hale joined the Department of Audiology at A.T. Still University in 2011 as an Assistant Professor and the AFA Institute Clinical Director. He received his Bachelor of Science degree from Arizona State University and his Au.D. degree from A.T. Still University - Arizona School of Health Sciences. He has extensive experience in both the hospital and private practice settings and has mentored graduate students from a variety of health disciplines. His professional interests include practice development/management, neuroscience, evoked potentials, vestibular assessment / rehabilitation and inter-professional collaboration. Dr. Hale has co-authored scholarly research on vestibular assessment and has presented at several national conventions including the American Academy of Audiology (AudiologyNow!) and the American Neurotology Society Combined Otolaryngology Spring Meetings (COSM).

Zarin Mehta, Ph.D.
Associate Professor, AudiologyRead BioClose

zmehta@atsu.edu

AUD 531 Embryology and Genetic Conditions

AUD 540 Pharmacology

AUD 614 Pediatric Audiology

AUD 626 Auditory Processing Disorders I

AUD 722 Advances in Audiologic Care

Dr. Mehta joined the Department of Audiology as an Associate Professor in 2013. She has been an adjunct faculty member in the transitional program at ATSU since 2006. She received her Master’s degree in Audiology from the University of Kansas (KU) in 1990. Her doctoral degree was conferred by Wichita State University (WSU) in 2000. She also received a degree in Medicine from The Dow Medical College, Karachi, Pakistan in 1986. Her previous professional experiences include Clinical Supervisor in Audiology at KU, Assistant Professor in the Department of Communication Sciences and Disorders at WSU, and Clinical Associate Professor at Arizona State University (ASU), where she also chaired the Audiology Admissions and Program Committee.

She has abundant teaching experience in many areas within the profession of audiology, but her primary areas of interest and expertise continue to be auditory disorders, speech perception in the aging auditory system, and genetics of deafness and hearing impairment. She currently serves on the Editorial Board of the Communication Disorders Quarterly (CDQ) Journal. She has presented both nationally and at state conventions since 1999. Dr. Mehta is the author of numerous peer-reviewed and invited publications. Dr. Mehta was awarded a four-year Personnel Training Grant in August 2008, from the US Department of Education to train pediatric audiologists at ASU.

Thomas G. Rigo, PhD
Associate Professor, Audiology Read BioClose

trigo@atsu.edu

AUD 514 Auditory Science

AUD 524 Essentials of Audiology I

AUD 534 Essentials of Audiology II

AUD 535 Speech Perception

AUD 611 Counseling in Audiology

AUD 644 Occupational and Environmental Hearing Conservation

Dr. Thomas Rigo was appointed to the Department of Audiology in May 2002. He received his B.S., M.S., and Ph.D. degrees in Communicative Disorders and Audiology from The Florida State University. Prior to his appointment at ASHS, Dr. Rigo was an Associate Professor of Audiology at the University of Louisiana at Lafayette, where he formulated and directed an accredited graduate audiology program for 18 years. He has extensive teaching experience in applied science and clinical coursework. During this time, Dr. Rigo also served as audiologist and clinical supervisor at the UL Lafayette Speech, Language, and Hearing Center. He was recognized at UL Lafayette for outstanding teaching and academic advising. Dr. Rigo has published in numerous scholarly journals and presented extensively in the areas of auditory processing disorders, aural rehabilitation, and multi-modal perception of speech.

Dr. Les Schmeltz received his B.S. degree from Northern Michigan University, M.S. from the University of Wisconsin at Stevens Point and Au.D. from A.T. Still University-Arizona School of Health Sciences. He has an extensive background in early identification and has presented on numerous topics related to newborn hearing screening, early intervention, data management and clinical techniques. He also serves as the Technical Assistance Network audiologist for the National Center for Hearing Assessment and Management at Utah State University, providing technical assistance and support to EHDI programs in Iowa, Minnesota, Nebraska, North Dakota, South Dakota and Wyoming. Dr. Schmeltz has conducted Pediatric Audiology Training workshops conducted by NCHAM in Iowa, California and Illinois.

Henry P. Trahan, AuD
Assistant Professor, Audiology Read BioClose

htrahan@atsu.edu

AUD 521 Anatomy and Physiology of the Auditory-Vestibular System

AUD 533 Acquired Auditory-Vestibular Disorders

AUD 546 Otoacoustic Emissions

AUD 616 Auditory Evoked Responses

AUD 637 Vestibular Assessment and Treatment I

AUD 717 Vestibular Assessment and Treatment II

Dr. Henry Trahan was appointed to the Department of Audiology in December 2001. Dr. Trahan received his B.S. in Speech and Hearing from the University of Louisiana at Lafayette, M.C.D. in Audiology from The Louisiana State University Medical School, School of Allied Health, and Au.D. from The University of Florida. He has an extensive background in neurodiagnostics, vestibular assessment and rehabilitation, hearing aid fitting and dispensing, and business. His professional experience includes 17 years as owner and director of the ACI Hearing and Balance Center in Lafayette, LA. During this time, Dr. Trahan was an Adjunct Instructor at the University of Louisiana at Lafayette and served as a clinical supervisor and externship supervisor for several graduate audiology programs. Dr. Trahan’s scholarly contributions include publications and professional presentations on such topics as vestibular assessment and rehabilitation, hearing aid technology, otoacoustic emissions, and pediatric assessment.

Mrs. Melanie Gibson was appointed to the Department of Audiology in August of 2002. She assists the Chair and faculty with the administration of both the Entry Level Doctor of Audiology Program and the Transitional Doctor of Audiology Program. Mrs. Gibson’s first priority is to see that the needs of the Au.D. students at the Arizona School of Health Sciences are being met. Among her many other duties, Mrs. Gibson coordinates all of the special events pertaining to the Audiology Department including the White Coat Ceremony, and the Graduation Dinners.

Stacy Neal joined the AFA Balance & Hearing Institute in January 2013. Stacy brings over 30 years of service skills to the AFA Institute. Her primary duties are in assisting patients in appointment scheduling, insurance verification, referral coordination, billing, and collections. Stacy also assists the director in the administrative responsibilities of the clinic.

Teri Rorie
Administrative Assistant, Audiology

Read BioClose

trorie@atsu.edu

Mrs. Teri Rorie was appointed to the Department of Audiology in June of 2012. She assists the department chair and faculty with administrative needs of both the Entry Level and Transitional Doctor of Audiology Programs. Mrs. Rorie works closely with Mrs. Gibson to assist students during the course of their professional studies and to organize special departmental events. She also works closely with our clinical coordinators to ensure each student has met the clinical requirements of our program.

Transitional Doctor Of Audiology Program Admissions

Admissions requirements for the Doctor of Audiology online program include:

A master’s or doctoral degree in audiology from a regionally-accredited college or institution. Master’s degree equivalency as demonstrated through state licensure in audiology or verification of the Certificate of Clinical Competence in Audiology (CCC-A) is also accepted.

A minimum of 2.70 GPA for the graduate program (on a 4.0 scale). The undergraduate GPA will be included in the GPA calculation for applicants whose transcripts are from countries where the undergraduate degree is the degree in audiology and the master’s degree is not required to practice.

Submission of all official college or academic transcripts.

A minimum of four years of full-time experience in Audiology beyond the master’s degree, or its part-time equivalent of 5,760 hours. Experience gained during the Clinical Fellowship Year does count toward the 5,760 hours. If an applicant is not currently licensed or certified and has not been engaged in the profession of audiology in the past 5 years, it is mandatory that the academic plan include 24 credits of coursework. Individuals who have not held an audiology license or certification and who have not been engaged in the profession of audiology within the last 10 years are not eligible for the Doctor of Audiology Transitional degree program.

Official profile scores from the Evaluation of Practicing Audiologists Capabilities (EPAC). An official report of EPAC results must be forwarded to the Admissions Processing Center from the EPAC evaluator’s office. For an EPAC application or profile of results, contact Credentialing Services at president@credentialingservices.com or 309.343.1202. If requesting an EPAC we recommend you email the Credentialing Services for a quicker response.

Two references from audiologists or healthcare professionals familiar with the applicant’s clinical and professional experience. Letters of reference must be submitted for each application year.

A personal resume following the guidelines offered in the application packet.

Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:

Option 1 - English is your first language.

Option 2 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL).

If an applicant is not granted admission, upon consideration of a completed application file, new materials and fees must be submitted in order to reapply at a later date and to demonstrate additional qualifications.

Applicants who wish to be considered for more than one program at ATSU must submit a separate application fee and application packet. Application materials are not transferable to another ATSU program. Acceptance to ATSU is to a specific program and is not transferable to any other program.

Technology Requirements

Qualifying applicants represent tomorrow’s elite aspiring leaders with a true passion to make a difference one life at a time. You will need to create an account for access to the online application. Instructions are included on how to complete the application and provide us with all required documentation.

Application Fee: $70 - nonrefundableTuition: $9,597 for the entire program for students who matriculate during the 2014-2015 academic yearOther Fees: $950 for Evaluation of Practicing Audiologists Capabilities (EPAC)
Note: All fees and tuition are subject to change

Payment Options

One-Time payment: Full tuition is due five weeks prior to matriculation.

Installment Option: Tuition is divided into four equal installment payments due quarterly. A nonrefundable $175 one-time service fee will be charged with the first payment. .

Employer Tuition Reimbursement: If you are participating in an employee sponsored reimbursement program, contact your employer regarding documentation to verify the tuition reimbursement and submit the documentation to ATSU with your Admission Agreement and Payment Form.

Transitional Doctor Of Audiology Curriculum Overview

These exceptional courses in the doctor of audiology curriculum will provide students with the advanced knowledge, skills, insights and techniques consistent with what makes A.T. Still University a preeminent learning-centered institution. Please note that each student has an individualized academic degree plan so students do not take every course listed below.

Modules of instruction used for the online audiology degree allow specific areas of knowledge and clinical practice to be defined and presented in concise units. Each module is four to eight weeks (indicated in parentheses following the description). Credits assigned to audiology modules are one quarter credit hour for a four-week module, and two quarter credit hours for an eight-week module. Course descriptions, course durations, and related information are subject to change.

Courses

This module is designed to introduce students to the professional roles and responsibilities of a variety of members of the healthcare delivery team. An understanding of the function of each of the different types of healthcare professionals is valuable when students work with and practice as members of a professional healthcare team. Particular emphasis will be placed on those health professions that are professionally prepared at A.T. Still University of Health Sciences, and will include an orientation to the history and philosophy of osteopathic medicine upon which the institution is founded. This module will not address the study of audiology specifically, but will concentrate on what audiology can learn from the histories, philosophies, experiences, and evolutions of other professions. In addition, since this is an early offering in the curriculum, this module will also continue to build on what you have learned so far regarding the use of interactive computer-based media as an educational delivery strategy, including the further development of web-searching skills. (4 weeks/1 credit)

The foundations of audiologic diagnostic and therapeutic measures are based upon an understanding of the anatomy and physiology of the nervous system. This module provides a study of the development of the nervous system, the structure and function of the peripheral nervous system and the central nervous system, neurovasculature, and in-depth coverage of the audiovestibular system. (8 weeks/2 credits)

This course will cover in-office infection control procedures for audiologists, including universal precautions, cleaning and sterilization of instruments, and regulations. This module includes counseling patients on infection control procedures. (4 weeks/1 credit)

This module is designed to teach students about ear canal anatomy and function, as well as, techniques in cerumen removal. This module includes a review of precautions, recommendations for referral, and regulations regarding cerumen removal. (4 weeks/1 credit)

This module is designed to introduce students to the fundamental principles of clinical management for patients with severe tinnitus. This module includes basic information concerning tinnitus epidemiology, tinnitus mechanisms, tinnitus measurement, tinnitus treatment and resources for audiologists and patients including the American Tinnitus Association. (4 weeks/1 credit)

Acoustic immittance measures provide noninvasive evidence of the normalcy of the middle ear system and evidence of pathology, which may require medical intervention. Multi-frequency and multicomponent tympanometry are useful tools for identifying mass or stiffness dominated systems that are consistent with pathology. The advanced tympanometry module provides a study of tympanometric measures for use in the assessment of tympanic membrane abnormalities, ossicular chain pathology, otitis media, neonatal hearing assessment, and aging of the middle ear system. The goal of this module is to provide the advanced clinical audiologist with knowledge and skills to pursue additional audiologic information through the use of multi-frequency tympanometry, multicomponent tympanometry, acoustic reflexes and acoustic reflex decay for the diagnosis and rehabilitation of their patients. (4 weeks/1 credit)

This course presents the origin and classification of otoacoustic emissions. Test equipment and procedures for obtaining emissions, interpretation of results and uses of otoacoustic emissions data in differential diagnosis of auditory disorders are discussed. (4 weeks/1 credit)

This module is designed to offer introductory principles of various physiological and electro-physiological measurements in the area of auditory evoked potentials (AEPs). Whereas AEPs comprise a series of electrical events throughout the entire auditory pathway, particular attention will be focused on Short-Latency or Early Latency AEP measurements and their clinical application. This module will cover cochlear microphonics and the summating potential, electrocochleography (ECochG), the auditory brainstem response (ABR), and the auditory steady state response (ASSR). Understanding diagnostic applications and basic interpretation of test results and their relation to neuroanatomy and physiology of the auditory system will be emphasized. Access to ABR equipment for the assignments practice with various test protocols is beneficial but not required. (8 weeks/2 credits)

Peripheral and cortical auditory evoked potentials are useful tools in assessing auditory processing beyond the estimation of hearing sensitivity. The advanced auditory evoked potential (AEP) module provides a study of clinical tools for use in the differential diagnosis of cochlear vs. neural function, a diagnostic test battery for auditory neuropathy, and current uses of ASSRs and cortical potentials in the investigation of sensory-neural hearing loss, auditory processing disorders, and aging. The primary goal of this module is to provide the advanced clinical audiologist with knowledge and skills to pursue additional audiologic information through the use of AEPs for the diagnosis and rehabilitation of their patients. The secondary goal is to introduce AEP applications that have clinical utility, but are at present used primarily for auditory research purposes. Access to evoked potential equipment is highly recommended but not required for this course. (8 weeks/2 credits)

Specialized electrophysiological procedures and intraoperative monitoring explores the importance of intraoperative neurophysiological monitoring (IONM), the responsibilities required, and the role of the audiologist as a surgical team member. The course addresses various IONM modalities, the surgeries that rely on monitoring, anatomy and physiology, terminology required for accurate monitoring, the effect of anesthesia on IONM, and new advances in the profession. (8 weeks/2 credits)

Assessment of (central) auditory processing (AP) and identification of auditory processing disorder (APD) in children and adults is a systematic and multidisciplinary process. The assessment process includes the use of case history, questionnaires and observation forms, behavioral speech audiometric tests, electroacoustic and electrophysiologic tests. Prerequisites to the course include a basic understanding of the anatomy and physiology of the central auditory nervous system (CANS) and electrophysiologic test procedures. This module is designed to provide students with an understanding of the auditory processing assessment process, with primary emphasis on the pediatric population. (8 weeks/2 credits)

This module includes anatomy and physiology of the central auditory nervous system (CANS) as it relates to normal and disordered processing. Students will use this knowledge to determine appropriate counseling and remediation for individuals demonstrating auditory processing problems and their families. Included in this module, the student will learn efficacious interventions related to central auditory processing disorder treatment and management including but not limited to manipulating the acoustic environment, fitting an assistive device and instituting an auditory training regimen. (8 weeks/2 credits)

This module is designed to introduce students to hearing aid measurement science, various hearing aid measures and methods for verifying appropriate hearing aid fittings. The topics include a basic primer on real ear measurements and tests to be performed in a hearing instrument test box. Skills and knowledge will be gained which will be essential in the validation and verification of hearing aid fittings, as well as hearing aid troubleshooting. This course explores the science and the art of fitting amplification on hearing impaired individuals with the goal of achieving acceptance of amplification by the patients we serve. (8 weeks/2 credits)

This course is intended to provide students with the background and tools necessary to service the hearing assistance technology needs of deaf and hard-of-hearing individuals. The class will explore a variety of levels at which the audiologist may wish to provide these services. (8 weeks/2 credits)

This course is designed to enable audiologists to be conversant in current hearing aid technology, focusing on the chief components that are responsible for understanding hearing aids and their use. A solid knowledge base of hearing aids and their development will be built by relating historical perspectives to current trends in amplification. (8 weeks/2 credits)

Focus is on understanding essential major hearing aid developments and how they relate to current fitting approaches. Focus is on compression, directional microphones, digital technology, and hearing aid selection and uses, analysis, and performance of hearing aids. Content may change as developments dictate. Individuals taking this course are expected to have a firm knowledge of hearing aids. (8 weeks/2 credits)

This course is intended to be an introduction to cochlear implants. The individual completing the course will not be prepared to program or troubleshoot any device nor will they be a “cochlear implant audiologist.” Our goal is to provide a level of knowledge to audiologists to enable the student to provide initial counseling to prospective implant patients and make better referrals to cochlear implant centers. On completion of the course, the individual should have an understanding of cochlear implants, candidacy and evaluation issues including medical, audiologic, and re-habilitative aspects, postoperative follow-up including programming, communication options and outcomes as well as the current and future trends. Although it is expected that this course will impart a tremendous degree of knowledge upon students, completing this course is not sufficient for expertise in cochlear implants. (8 weeks/2 credits)

This course covers the wide diversity of genetic syndromes where hearing loss and/or aberrant audiovestibular system (AVS) function is involved, including those conditions in which audiovestibular compromise may not be the primary or most obvious stigmata. Review of basic inheritance patterns (elementary genetics), including Mendelian transmission together with pertinent embryology, is covered. Current genetic concepts and terminology are provided together with discussion of certain organ systems’ association with audiovestibular system impairments/deficits. Further material includes appropriate professional language in syndromology and audiology, insights for expanding professional patient bases and the need to utilize our audiovestibular probes to best highlight the audiovestibular deficits seen in conjunction with the patient’s particular syndrome. (8 weeks/2 credits)

This module is designed to introduce students to the fundamentals of pediatric audiology. This eight-week module includes an introduction to ear embryology, developmental theory and milestones, identification and intervention of newborn hearing loss, appropriate use of diagnostic tests, and the development of a parent resource packet. In addition, skills and knowledge will be gained which will be essential in the use of family counseling and access to multidisciplinary resources. (8 weeks/2 credits)

This course provides detailed coverage of auditory and vestibular pathologies and their relation to structure and function. Case studies are used to show audiologic patterns associated with various disorders. Includes coverage of the basic otologic/medical evaluation and surgical and medical treatments of auditory/vestibular conditions. (8 weeks/2 credits)

This module is designed to help students gain an understanding of imaging techniques used for the evaluation of auditory and vestibular pathologies. Neurodiagnostic imaging data from CT scans, MRI, etc., will be correlated with audiologic findings when possible. (4 weeks/1 credit)

This course provides a basic introduction to pharmacology. The effects of medications on the auditory and vestibular systems, ototoxic medications, and monitoring protocols will also be covered. (8 weeks/2 credits)

This module will provide an introduction to the online learning system used for the academic program as well as valuable information about the use of computer technology for lifelong learning and in your office. Topics will include an orientation to navigating and using tools in the online courses, computer basics, a helpful PowerPoint tutorial and more. Essential student links and instructions will be provided to assist students throughout their online programs. (4 weeks/1 credit)

This module is designed to introduce students to the fundamental principles, contemporary theories, and applied techniques of the counseling process. Special emphasis will be placed on issues and practices related to the effects of hearing loss on individuals of all ages and their families. The role of counseling across the scope of audiologic practice, including diagnostic and rehabilitative activities will be discussed. (8 weeks/2 credits)

Consumer education and aural rehabilitation. Topics to include teaching the patient and the family listening and helping skills, as well as other methods to enhance communication and sound awareness through individual or group communication training sessions. (4 weeks/1 credit)

This course provides a comprehensive introduction to the role of the audiologist in Early Hearing Detection and Intervention (EHDI) programs. Special emphasis will be placed on the importance of audiologic involvement in all organizational and administrative aspects of such programs. Topics include legislative mandates, screening protocols and procedures, organization and administration of EHDI programs, data management and tracking, program evaluation, and quality improvement. Students enrolling in this class should have a good understanding of ABR and OAE procedures. (4 weeks/1credit)

Educational audiology has become recognized as a specialty area in our profession, since the responsibilities of an educational audiologist differ significantly from those of a clinical audiologist. Like the clinical audiologist, the educational audiologist must be familiar with terminology and concepts related to the screening, diagnosis, and remediation of hearing loss. Unlike the clinical audiologist, however, the educational audiologist must be prepared to deal with overwhelming numbers of children with diverse needs, usually with insufficient support, equipment, money and staff to deal with those needs. Legislative mandates have increased the need for educational audiology services in the schools, but the number of educational audiologists is still not sufficient to provide the level of services our children deserve. Increasingly, audiologists are being approached to provide contractual services to local school districts. At the conclusion of this course you will have a better understanding of the role of the educational audiologist and perhaps be interested in considering educational audiology as a component of your practice. (8 weeks/2 credits)

Topics to be covered include recognizing dangerous levels of sound, screening/testing industrial or at-risk populations, recommending and evaluating hearing protection devices. Focus is on OSHA, NIOSH, and other regulations, as well as Worker’s Compensation issues. (4 weeks/1 credit)

This module provides students with a review of the anatomy and physiology of the peripheral and central vestibular systems, as well as an overview of the human equilibrium system. This module will provide students with a comprehensive overview of vestibular assessment procedures, focusing on gathering an appropriate case history, ENG/VNG, non-computerized postural testing, and non-computerized rotational testing. Case studies will be utilized to provide an enhanced learning experience. (8 weeks/2 credits)

This module will introduce audiologists to the basic principles of vestibular rehabilitation therapy (VRT). The module will provide students with an overview of the philosophical bases to vestibular rehabilitation and will provide specific symptom-based strategies of treating identifiable vestibular dysfunctions. The content will have a practical approach to allow audiologists to develop knowledge and skills for use of VRT within their scope of practice. (8 weeks/2 credits)

This module is designed to provide students with an understanding of specialized/advanced vestibular diagnostic tools. Topics will be focused on rotary chair testing, computerized dynamic posturography, VEMP, subjective visual vertical testing, correlation of results with ENG/VNG, and common errors in interpretation. Case studies will be utilized to provide an enhanced, “real world” learning experience. (8 weeks/ 2 credits)

This course is focuses on business development and accounting as it applies to audiology. It is an introductory course designed to help you make the decisions you will need to make in setting up an audiology practice. It is a practical course that encourages you to take chances, make mistakes and enjoy your successes without having to put up real cash. Topics covered will include private practice models, business plan design, short- and long-range business planning, general accounting practices, and development and analysis of profit-and-loss statements. (8 weeks/2 credits)

A study of basic business structures and the economic and regulatory aspects of healthcare practice. Other topics include advocacy as it applies to licensure, scope of practice, and reimbursement. (4 weeks/1 credit)

This module is designed to explore the marketing of hearing care services and hearing aids to the public. This module includes a review of the hearing aid industry and a survey of present hearing aid marketing efforts by industry and audiology practices. Students will generate internal and external marketing strategies and evaluate the effectiveness of different marketing media. They will evaluate marketing strategies and generate appropriate marketing budgets. In addition, each student will generate a marketing plan for his/her own practice. (8 weeks/2 credits)

This module introduces students to the basic concepts and ideas of personnel management, also known as human resource management or practice management. Concepts will be discussed as they apply to the audiologist as an employee, manager, or private practice owner. This course includes information on designing job descriptions, hiring and firing employees, training, guiding, and evaluating staff in a professional audiology office or department with an emphasis on employment law. (8 weeks/2 credits)

This module provides an examination of risk management as it applies to daily business practices as well as professional liability. Topics include informed consent, regulatory compliance, proper methods of documentation, auditing and professional liability insurance. (4 weeks/1 credit)

This module provides an examination of the evolution of quality management in healthcare and an introduction to current quality management methodologies. Topics include continuous quality improvement, defining quality, measuring quality and standard-setting organizations. The course focuses on the core aspects of quality management that a clinician should understand to initiate or participate in quality assurance or improvement efforts. (4 weeks/1 credit)

This module will examine the nature and evolution of codes of ethics. Class discussions and reading materials will emphasize ethical issues as they relate to the professional practice of audiology. Topics will include numerous contemporary issues in audiology and how they relate to codes of ethics from AAA, ADA and ASHA. In addition to the issues discussed, a framework for ethical decision-making will be developed. Students will be expected to demonstrate an understanding of the issues and ethical implications discussed through class discussions, written assignments, and a final examination. (4 weeks/1 credit)

This module will provide a forum for discussion of the organization and function of professional associations, activities which serve the professional community, and service to the public. Discussion about leadership is also a component of this module. (4 weeks/1 credit)

This preceptor training module provides instruction in adult learning styles, how to set goals and provide constructive feedback, the development of professionalism, and strategies to facilitate critical thinking and case management skills in the trainee. Audiologists attain mainly theoretical knowledge in the academic classroom and clinical knowledge and skills in the clinical setting. Audiologists who are going to serve as preceptors for audiology students also need to learn concepts and skills related to the supervisory process and how to be a mentor and teacher in the clinical setting. The primary goal of this module is to provide the supervising audiologist with knowledge and skills to be a successful preceptor for audiology students and/or a supervisor for audiology employees. The concepts covered in this module will be useful for audiologists who are involved in clinical training with audiology students and new employees, as well as audiologists in supervisory positions who cross-train audiology staff for new roles, evaluate performance of staff, and provide feedback to supervisees. (8 weeks/2 credits)

This module is designed to present current knowledge of the changes associated with aging from the peripheral to the central human auditory system. It covers a study of the anatomical, physiological, psychological, and social factors that can affect auditory aging and will aid the clinician in providing effective rehabilitation to the older adult. It also includes a review of contemporary research on this topic. (8 weeks/ 2 credits)

The exceptionally broad use of hearing in modern cultures and societies gives rise to diverse questions from many quarters. Industries may inquire about the protection of worker hearing. Manufacturers are interested in product liability control and will ask if their products are dangerously loud. Various jurisdictions are interested in curbing community (environmental) noise. Litigants choose to proffer claims for hearing impairment due to various alleged causes. Personal safety depends a great deal upon the ear and hearing, so we may be asked to evaluate acoustical warning signals. A well-prepared audiologist will know how to deal with these and other related questions. An additional structure within this module involves the legal process including discussions of appropriate clinical work ups of hearing impairment claims; testimony styles; and techniques of value to the testifying witness. (4 weeks/1 credit)

As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.

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